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EXTERNAL FUNDING REPORT
A Bridge to the World
Report on Projects, Grants, and Gifts
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Our Mission
NYU’s Steinhardt School advances knowledge, creativity, and innovation at
the crossroads of human learning, culture, development, and well-being.
Through rigorous research and education, both within and across disciplines,
the School’s faculty and students evaluate and redefine processes, practices, and policies
in their respective fields, and, from a global as well as community perspective,
lead in an ever-changing world.
Visit us online at www.steinhardt.nyu.edu
Printed on recycled paper
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A Bridge to the World
External Funding Report
This report contains information on external funding received by Steinhardt School of Culture,
Education, and Human Development faculty and research associates, supporting more than
300 projects and initiatives from January 2005 through December 2007.
The first half of this report (pages 4–33) is devoted to brief narratives that highlight key projects,
research centers, and community initiatives supported by these public or private gifts and grants.
The second half (pages 34–47) lists each grant by academic department, title, and funder.
Letter from Dean Mary Brabeck . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Preparing Quality Teachers, Reforming the Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Supporting Achievement in the Early Years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Civic Ideas, Identity, and Immigration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Removing the Barriers to Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Supporting Learning in Math, Science, and Engineering. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Creating Partnerships for Active Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Gifts for the Next Generation of Scholars and Artists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Report on Funded Projects, Grants, and Other Gifts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
“He that would be a leader must be a bridge.” — Welsh Proverb
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Dear Friends and Colleagues,
I am pleased to share the New York University Steinhardt School of
Culture, Education, and Human Development’s external funding report.
With nearly $25 million annually in public and private funding,
supporting more than 300 projects during the past three years, the
Steinhardt School continues its tradition of using its academic
resources and vision to address the needs of our global society. We
celebrate the scholarship and creativity of our faculty members whose
fine work has shaped our school, as well as the fields of education,
health, media studies, and the arts.
In these pages you will find descriptions of projects that link cuttingedge research with social action and serve the pressing needs of
children, families, schools, and communities in our complex and
changing world. The Steinhardt School is working to bring innovative
ideas about teaching science and math to urban classrooms, striving to
enhance the quality of life for people with HIV/AIDS, seeking to understand how bias affects Muslim
children’s psychological well being, researching how cultural influences affect academic success, fostering
dialogue on global communication, and educating the next generation of leaders.
The generous support of foundations, corporations, government agencies, our friends and alumni enable
Steinhardt faculty and students to engage in research, policy studies, and field-based projects. Gifts to
scholarship and fellowship funds make it possible for us to offer outstanding educational opportunities to
talented and committed students.
I wish to thank the faculty, staff, and students whose accomplishments are featured in these pages. I extend
my deepest thanks to our donors, whose generosity and vision have helped propel these ideas into actions.
Mary Brabeck
Dean
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Preparing Quality Teachers,
Reforming the Schools
The Steinhardt School has been evolving to meet the needs of society since it was
founded as the School of Pedagogy in 1890. Bringing ideas into action through
field-based projects, Steinhardt offers its education students the practical experience
and academic preparation to teach all children, as well as immigrant children and
students in under-served New York communities. Faculty at NYU Steinhardt are
committed advocates of school reform. They express this commitment through their
research, scholarship, and work in the community.
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STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT 5
New York City Partnership for Teacher Excellence
JOSEPH MCDONALD
Carroll and Milton Petrie Foundation
$5 million
Like many urban school districts around the country, New York City
faces serious challenges in the areas of teacher quality and retention.
To help meet these challenges, the Steinhardt School and its
Department of Teaching and Learning received a grant from the
Carroll and Milton Petrie Foundation through the Fund for Public
Schools to partner with the City University of New York and the New
York City Department of Education. Through this collaborative project,
called the New York City Partnership for Teacher Excellence, the
Department of Teaching and Learning is working with 18 secondary
schools in East Harlem, the South Bronx, and the Lower East Side to
ensure that NYU students are well prepared as urban teachers, and to support their development during the crucial early years of
teaching. Funding assists teams of NYU faculty and public school faculty working together as teacher educators, forums for new
teacher support, and scholarships to attract good teacher candidates in shortage areas like math and science. The director of the
project is Joseph McDonald, professor of teaching and learning.
Chinese Language Teachers Prepare Children
for our Changing World
FRANK TANG
The College Board Scholarship Assistance Program
The Freeman Foundation
$625,000
Steinhardt established the first program in Foreign Language
Education in Chinese on the East Coast in 1999. Clinical Professor
Frank Tang, director of the program, is expanding the program to
meet the dramatically increasing need for Chinese language teachers
in American schools to help children become more familiar with
Chinese culture and language. Funded by the Freeman Foundation and the College Board Scholarship Assistance Program,
the three-year expansion plan aims to recruit students in the United States and China to earn both a master’s degree and a
New York State Mandarin Chinese Teacher Certification or dual teacher certification in Teaching English to Speakers of Other
Languages. Funds are also supporting a web-based Chinese language teacher training center and a research project on effective
ways of teaching Chinese in American schools. The goal of these efforts is to place thirty to forty certified teachers of Chinese in
American schools by 2010.
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Meeting the Challenges of Radical School Reform
JOSEPH MCDONALD
Bay and Paul Foundations
$150,000
The New York City Department of Education recently transferred
administrative and financial authority from districts and regions to
local schools and school networks. The result is that schools are
expected to become more accountable for their impact on students.
Professor of Teaching and Learning Joseph McDonald, in collaboration
with the National School Reform Faculty/New York, is in the midst of
a three-year project funded by the Bay and Paul Foundations to
address the consequences of these changes. The project provides
consulting services to schools, school networks, and New York City
charter schools in such areas as facilitative leadership, data
organization, and knowledge management. The services include shortterm consulting and intensive workshops.
Local and National Implications of
New York City Public School Reforms
DIANE RAVITCH
Bodman Foundation
William E. Simon Foundation
Other funders
$375,000
In 2001, Mayor Michael Bloomberg pledged to fix New York City’s public schools by applying proven managerial techniques.
He also promised a back-to-basics curriculum and an end to bilingual education. Today the mayor maintains that the city’s
educational system is a model of education reform. With funding from several foundations, Diane Ravitch, Research Professor
of Education, is studying the changes instituted by Mayor Bloomberg and the national implications of his reforms. She will
publish her findings in a book with support from the Bodman Foundation.
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STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT 7
Supporting Achievement in the
Early Years
NYU Steinhardt works to bring state-of-the-field knowledge about how to promote
children’s healthy development and school success to the forefront of policymaking,
program design, and practice. Faculty and researchers study literacy development,
school readiness, children’s temperament, and nutrition in an effort to understand
and better advocate for the whole child.
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Early Childhood Centers of Excellence
SHEILA SMITH
U.S. Department of Education
$2.9 million
Preschoolers’ language and literacy development is crucial to their
success in school. Sheila Smith, Director of Best Practices for Quality
Early Childhood Programs, is working with colleagues at the Child and
Family Policy Center to help five NYC preschool programs serving
low-income families become Early Childhood Centers of Excellence.
This three-year project, funded by the U.S. Department of Education,
is evaluating a new early literacy curriculum, parent involvement
program, and teacher training model. It is expected that each year the
240 children served by the project will graduate from preschool with
exceptional school readiness skills. The City’s Office of Early
Childhood Education and Agency for Child Development are valued
partners in this project.
INSIGHTS Into Children’s Temperament
SANDEE GRAHAM M C CLOWRY
National Institutes of Health
U.S. Department of Education
$8.2 million
Professor Sandee Graham McClowry created INSIGHTS, an intervention that provides parents and teachers with a framework
for appreciating each child’s unique personality. INSIGHTS teaches parents and teachers practical strategies for interacting with
school-age children, and for cultivating children’s empathy and problem-solving skills. The efficacy of INSIGHTS is being tested in
clinical trials. The first study showed that INSIGHTS was significantly more effective than a control group in reducing children’s
behavior problems at home and boys’ behavior problems at school, particularly among children who had ADHD or oppositional
defiant disorder. A second study, funded by the National Institutes of Health, is testing the efficacy of INSIGHTS in enhancing the
competencies of children, parents, and teachers. It also looks at how empathy skills, communication, negotiation, assertiveness
training, and conflict resolution might be improved among the groups. A third study, funded by the Institute for Education Sciences
of the U.S. Department of Education, will test the efficacy of INSIGHTS, compared to a Read Aloud program, in enhancing the
academic learning context of kindergarten and 1st grade inner-city classrooms. McClowry and her team have produced multiple
manuscripts and a book for parents. Another book on classroom management is underway.
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STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT 9
Evaluating the Reading, Writing, Respect, and
Resolution (4Rs) Program
J. LAWRENCE ABER
JOSHUA L. BROWN (Fordham)
STEPHANIE M. JONES (Fordham)
Institute of Education Sciences/Centers for Disease Control
William T. Grant Foundation
$4.2 million
The 4Rs Program is a whole-school intervention that integrates
violence prevention and social and emotional learning strategies
into the language arts curriculum for grades K-5, providing a
pedagogical link between the teaching of conflict resolution and
fundamental academic skills. Professor J. Lawrence Aber and
colleagues Joshua L. Brown and Stephanie M. Jones (Fordham)
are evaluating the program’s impact on the social, emotional,
and academic development of children and the professional
development of their teachers. With funding from the Institute
of Education Sciences, the Centers for Disease Control, and the
William T. Grant Foundation, this longitudinal study has followed
over 900 3rd grade students from 18 NYC public elementary schools over three consecutive school years. With additional funding
from the William T. Grant Foundation, Brown and Jones are also evaluating the impact of the 4Rs Program on emotional,
instructional, and organizational quality in the classroom. Both studies aim to provide educational policy makers and practitioners
with information to help guide future policy and programming decisions that best support children’s development in school settings.
Evaluating Nutrition Policies for Group Daycares
L. BETH DIXON
New York City Department of Health and
Mental Hygiene
Robert Wood Johnson Foundation
$248,000
The development and implementation of effective physical
activity and nutrition policies in childcare environments is critical
in the prevention of childhood obesity. With a grant from the
Robert Wood Johnson Foundation Healthy Eating Research
Initiative, Associate Professor L. Beth Dixon is evaluating whether
group daycares in New York City meet the new physical activity
and nutrition policies as established by the NYC Department of Health and Mental Hygiene (DOHMH). Dixon is collecting data from
daycare directors about these policies and observing related behaviors of preschool children who attend the daycares. The findings
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will be compared to data on some of the nutrition policies collected from these daycares by Dixon in 2005-06. These earlier studies
— Childhood Nutrition and Evaluation of Nutrition and Food Service Standards for New York City Children — were supported by
funding from the DOHMH. Results from these studies showed that DOHMH policies for the most part ensured that children had
access to healthy food choices at participating daycare centers.
School Readiness among Culturally Diverse,
Low-Income Preschoolers
JACQUELINE MATTIS
CHRISTINE M C WAYNE
GIGLIANA MELZI
National Institutes of Health
U.S. Department of Health and Human Services
$1.16 million
Kindergarten is a critical transition point for young children
because they are entering the formal education system for the
first time while also experiencing other developmental firsts.
Three faculty in applied psychology are working together to
study school readiness among low-income children. With a grant
from the U.S. Department of Health and Human Services,
Christine McWayne is conducting secondary data analysis with a
national Head Start dataset, looking at the interaction of
cognitive, social, and motor skills among preschoolers who
participated in Head Start, and how these facilitate early
academic and social abilities, as well as the importance of
classroom quality, parenting, and family involvement in children’s
early education. McWayne and colleague Jacqueline Mattis are
embarking on a two-year study of the parenting behaviors and education goals of African American parents. The goal of the study,
which is funded by the National Institutes of Health, is to provide scholars with research that explores parenting and school readiness
among low-income African American families through a culturally relevant lens. In a three-year study, also funded by the National
Institutes of Health, McWayne and colleague Gigliana Melzi are investigating the ways in which English- and Spanish-speaking Latino
families are involved in their young children’s education, and particularly how early family involvement relates to children’s language
and social-emotional development. Their goal is to provide a framework for understanding cultural differences and similarities across
children’s home and school contexts, and to inform the design of culturally responsive family programs throughout the United States.
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STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT 11
Civic Ideas, Identity, and
Immigration
As part of our work, we examine our local and global communities to explore their
roles in fostering human development. Our researchers study the legal,
psychological, ethical, political, and educational factors that affect individuals,
schools, and nations. The psychological well-being of Muslim children in New York
City, the apathy of youth in France, and the impact of community schools in
Afghanistan are subjects rich in information about our ever-changing global world.
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Muslim Immigrant Parents Negotiating for Schools:
Implications for Children
SELCUK R. SIRIN
Foundation for Child Development
$149,000
Fear created by the 9/11 terrorist attacks continues to fuel
stereotypes about Muslim immigrants in the United States.
Assistant Professor of Applied Psychology Selcuk R. Sirin is
looking at how education professionals might counter public
misperceptions about Muslim children and their families. Support
from the Foundation for Child Development enables Sirin to
gather data from teachers and parents of 200 Muslim immigrant children in 1st through 3rd grades. The goal of this three-year study
is to identify variables that affect the children’s psychological well-being and academic achievement. Findings will be made available
to advocacy groups and school professionals who are invested in building effective parent-school collaborations on behalf of Muslim
children in the United States.
Law and Rights in Schools
RICHARD ARUM
Ewing Marion Kauffman Foundation
National Science Foundation
Smith Richardson Foundation
$623,000
How do students, teachers, and administrators understand and
interpret law and rights in schools? With funding from the
National Science Foundation, Arum is looking at three areas of
legal regulation central to schools: discipline, civil rights, and free
speech. He is interviewing students, teachers, and administrators
in 24 California, New York, and North Carolina schools about how
these issues matter in their everyday experience of schools. The
results of the research will provide policymakers with information
that might more effectively ensure equal opportunity in schools.
Arum is also conducting a national survey of 400 teachers and
200 administrators to track variation in “legal consciousness,” or ideas about the law and legal rights in their jobs. Funded by the
Ewing Marion Kauffman Foundation, the survey is expected to show that variation in legal consciousness relates to variation in
educational practice, performance, and behaviors. If so, this research may shed light on undeveloped areas of potential intervention
and improved outcomes. The results of the survey will serve as a supplement to the ongoing School Rights Project, which is
mapping ideas about law and legal rights among students and staff in public schools and their association to school disciplinary
policies and student performance. The project is supported by the Smith Richardson Foundation.
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Development of Civic Ideas and Behaviors
Among Immigrant Youth in France
L A RUE ALLEN
Jacobs Foundation
$126,000
Adolescence is a critical stage in the development of civic
identity. Researchers and educators around the world express
concern, however, about adolescents’ declining interest in local
and national participation. With funding from the Jacobs
Foundation, LaRue Allen, Raymond and Rosalee Weiss Professor
of Applied Psychology, is researching minority youth in France,
who evidence especially low levels of interest in civic
involvement. The project looks at 600 French students ages 16-18 and 80 of their teachers. The goal is to generate information
useful to the development of community and school interventions aimed at increasing student civic involvement, and to determine
the factors that inspire engaged adult citizens.
Pathways to Opportunity for the Children of Immigrants
MARCELO SUÁREZ-OROZCO
CAROLA SUÁREZ-OROZCO
Western Union Foundation
$75,000
A lack of trust, communication, and understanding between
immigrants and the schools and communities that receive them
often hinder the academic growth of immigrant children.
Building upon years of international research, Marcelo and Carola
Suárez-Orozco are investigating promising programs that foster
opportunities for immigrant children to successfully navigate
their education. The researchers will look at a variety of
interventions including family-based literacy, language
instruction, citizenship, college readiness, and mentoring
programs among various immigrant groups in Canada, the U.S.,
Spain, Italy, and Germany — countries that represent unique
immigration patterns. The project will also examine immigrants’
values, world-views, and expectations about the new societies in which they find themselves. The project, which is funded by the
Western Union Foundation, in an initiative of Steinhardt’s Institute for Globalization and Education in Metropolitan Studies.
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Race, Nation, and Identity for New Americans
CYNTHIA MILLER-IDRISS
ANN MORNING
Spencer Foundation
$40,000
No single institution is more important in shaping an
understanding of racial and national identity than school. For
young immigrants coming to the United States this is especially
true. Cynthia Miller-Idriss, assistant professor of international
education, and Ann Morning, assistant professor of sociology
(College of Arts and Science), are exploring how school years
shape the identity of new young Americans. The Spencer
Foundation is funding the pilot year of this study, which will
focus on immigrant students’ relationships to both their new
country and their country of origin. The pilot year will also look
at the factors that influence ideas of race, community, and
national belonging for new young Americans. The study’s initial
goals are to test interview questions, develop research methods,
and choose two urban high schools for an extended study.
Immigrants and School Performance
AMY ELLEN SCHWARTZ
LEANNA STIEFEL
Spencer Foundation
$400,000
Public schools across the U.S. are educating an increasing number and diversity of immigrant students. Unfortunately, little is known
about their performance relative to native-born students and the extent to which the ‘nativity gap’ might be explained by school
and demographic characteristics. A grant from the Spencer Foundation is supporting research on this topic, using data from New
York City, where 17 percent of elementary and middle school students are immigrants. The study seeks to examine the extent to
which foreign-born students are isolated or segregated within their schools and within their districts, whether segregation varies
across groups with different language skills and from different regions of the world, and whether the schools with immigrant
children differ in terms of student characteristics, teachers, and funding levels. The grant, directed by Professors Amy Ellen Schwartz
and Leanna Stiefel, who hold joint appointments in Steinhardt and the Robert F. Wagner School of Public Service, is administered
through the NYU Institute for Education and Social Policy.
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Promoting International Understanding of
American Society
PHILIP HOSAY
U.S. Department of State
$982,000
Since it was founded in 1981, Steinhardt’s Multinational Institute of American Studies has worked with more than 1,200 foreign
educators, government officials, journalists, diplomats, and business people from more than 120 countries to encourage the study of
the United States abroad. In addition to supporting research on educational and cultural exchange between the United States and
other countries, the institute conducts intensive, interdisciplinary programs during the academic year and the summer. Past summer
institutes have included lectures, readings, dialogues, and cultural visits to New England, Washington, D.C., San Francisco, and the
Southwest. The institute also studies how representatives from other countries perceive the United States, and how they teach
American Studies in their home countries. Funding for the Institute, which is directed by Philip Hosay, professor of international
education, has come from a variety of sources, including the United States Department of State, Fulbright commissions, foreign
ministries of education, businesses, and nonprofit organizations like the Academy for Educational Development.
Protecting Children from War and
Ensuring Their Prospects for the Future
DANA BURDE
Spencer Foundation
$483,000 ($215,000 to NYU)
Education can be a tool for social reconstruction in post-conflict
regions. Dana Burde, visiting assistant professor in international
education, examines the impact of community schools in
Afghanistan on children’s protection and life chances. Taking
advantage of an unusual opportunity to implement a rigorous
research design in an early reconstruction context, Burde and her
co-investigator formed a partnership with the U.S.-based
non-governmental organization Catholic Relief Services (CRS)
to implement random assignment of schools and program
interventions to eligible villages. The study, funded by the
Spencer Foundation, with additional prior support from the
National Science Foundation and the Weikart Family Foundation,
examines attendance and enrollment, academic achievement,
child labor, and social benefits of the program intervention.
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Embedding the Moral Values of Democracy
JAMES FRASER
ROBERT COHEN
Gifts of Time Foundation
$45,000
Where does a new national dialogue on democracy begin? With
a grant from the Gifts of Time Foundation, Professors James
Fraser and Robert Cohen are developing a new approach to
social studies education. Their goal is to transform the
preparation of high school and elementary school teachers
whose subjects are history, civics, and social studies. Fraser
hopes to expand the project to include professional
development and peer support for teachers, and to strengthen
the existing partnership between Steinhardt’s Department of
Teaching and Learning and Facing History and Ourselves, an
international non-profit teacher resource. The enhanced
partnership will provide an opportunity for shared future
curriculum development and jointly sponsored conferences at
NYU and in Europe.
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Removing the Barriers to Learning
Our society holds out the hope that each child will one day make an important
contribution to American society. Yet, physical disability as well as psychological
barriers prevent a portion of our society from reaching their potential. Steinhardt
researchers are studying Multiple Sclerosis, negative peer influence, and “stereotype
threat,” as well as issues of ethnic and gender diversity to better understand the
obstacles that impede achievement.
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Stereotypes and Educational Inequality among Asian Americans
ROBERT TERANISHI
The College Board
$250,000
Despite the perceived success of Asian Americans, as a whole,
sub-populations of Asian Americans and Pacific Islanders are
not immune to educational inequality. With support from the
College Board, Assistant Professor of Higher Education Robert
Teranishi formed the Commission on Asian American Research
in Education to inform policy by compiling existing research and
supporting new studies that shed light on indicators of
educational inequality that exist for Asian American subpopulations throughout the U.S. Early findings show that the
inequalities faced by some Asian American groups are
compounded by economic and social conditions that can be
worse than or equal to other racial minority groups. Findings
also reveal that a high degree of ethnic, linguistic, and economic isolation in some Southeast Asian communities throughout the
United States is severely limiting access to postsecondary education.
Understanding and Overcoming Social-Psychological
Barriers to Academic Development
JOSHUA ARONSON
SELCUK R. SIRIN
National Science Foundation
Spencer Foundation
$789,000
Well-documented research attributes the academic
underperformance of African American students to the effects of
stereotyping about their academic abilities. With funding from
the National Science Foundation and the Spencer Foundation,
Associate Professor Joshua Aronson and Assistant Professor
Selcuk R. Sirin are pioneering research on the long-term effects
of such stereotypes on student performance among both college
and high school students. The study will develop methods for measuring “stereotype vulnerability,” create resource material for
researchers studying racial differences in achievement, and develop interventions to counter the effects of stereotypes.
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Culture, Social Setting, and Child Development
across School Transitions
DIANE HUGHES
CATHERINE TAMIS-LEMONDA
NIOBE WAY
HIRO YOSHIKAWA (Harvard)
National Science Foundation
William T. Grant Foundation
$5,500,000
Families, schools, peers, and the media affect children’s cognitive,
social, and emotional development in different ways. Steinhardt’s
Center for Research on Culture, Development, and Education
focuses on the intersection between culture and developmental
processes as they influence school readiness and educational
outcomes among children and adolescents from ethnically
diverse backgrounds. The center transmits its findings, through
training and dissemination, to the broader research community
and to policy makers and practitioners in education. The center is
co-directed by Applied Psychology professors Catherine TamisLemonda, Niobe Way, and Diane Hughes in collaboration with
Harvard professor Hirokazu Yoshikawa.
In one study the researchers and their team of eighty
students are looking at the ways in which children and adolescents in New York City make transitions to pre-K, kindergarten, first
grade, middle school, and high school. The team is observing how young people’s home and school settings affect their social,
emotional, and cognitive development at these key junctures in their education. The researchers are paying particular attention to
the ethnic and gender variations in children’s experiences, and to the unique beliefs and practices of their cultural communities —
factors that influence virtually all aspects of childhood development. Several hundred children of African-American, Chinese,
Dominican, European, Mexican, and Puerto-Rican descent are participating in the five-year study, which is funded by the National
Science Foundation. The goal of the project is to enhance the existing scholarship on the nation’s urban, school-aged children in
order to determine how they succeed during major developmental transitions. In a second, three-year study, funded by the William
T. Grant Foundation, Professors Hughes and Way are exploring parents’ socialization beliefs and goals about academic achievement,
ethnic and racial experiences and practices, and peer relations. The study, which uses ethnography, in-depth interviewing, and
surveys, will follow 250 parents as their adolescent children progress through middle school.
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Stratification in Access to Higher Education
RICHARD ARUM
Fulbright New Century Scholar Award
$37,000
Professor of Sociology and Education Richard Arum, with a grant from the Fulbright Program, is continuing his research on access
and equity in higher education. Arum is again collaborating with Yossi Shavit, Professor of Sociology at Tel Aviv University, and
Adam Gamoran, Professor of Sociology and Educational Policy Studies at the University of Wisconsin-Madison. The three scholars
are conducting a pilot study in Israel and analyzing existing data provided by the Trends in International Mathematics and Science
Study, which compare the math and science achievement of U.S. students to that of students in other countries. The goal of the
project is to inform research on the social psychological factors and peer behaviors that inhibit college attainment, specifically for
economically disadvantaged students.
Improving Learning and Memory
YAEL GOVEROVER
National Multiple Sclerosis Society
$480,000
As many as 65% of people living with Multiple Sclerosis (MS)
experience difficulties with memory, learning, concentration, and
complex problem solving. They also confront significant
limitations in performing daily activities that affect their
participation in work, family, and society. With support from the
National Multiple Sclerosis Society, Assistant Professor of
Occupational Therapy Yael Goverover is undertaking two studies
that explore how people with MS learn functional information by
using two cognitive strategies. The “generation effect” is the
observation that items self-generated by individuals are better
remembered than items simply read or heard. The “spacing
effect” is the observation that items can be better remembered if
they are presented over time rather than consecutively or all at
once. The first study showed that self-generation helped improve
functions in some daily activities. The second study continues this
work in order to maximize the usefulness of treatment plans to
improve the everyday functioning of individuals with MS.
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STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT 21
Supporting Learning in Math,
Science, and Engineering
Today both work and play are fueled by scientific concepts. For a generation
coming of age in the 21st century, knowledge of math, science, engineering, and
environmental studies will be essential in understanding technological advances
and building upon them. Among Steinhardt’s projects are a program to mentor
math and science teachers, a tool for video game design, and an online resource
documenting the environmental impact of the manufacturing process.
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Minds and Molecules: Optimizing Simulations
for Chemistry Education
JAN L. PLASS
U.S. Department of Education
$1.1 million
Professor Jan Plass, in collaboration with faculty associates of
the Consortium for Research and Evaluation of Advanced
Technologies in Education (CREATE) that he directs, is
investigating how web-based computer simulations can enhance
science education, particularly among underachieving and
underserved learners. With funding from the U.S. Department of
Education Institute of Education Sciences, Plass and colleagues
are designing such simulations based on cognitive theories of
visual learning and are conducting studies on how different
visual designs might bolster their instructional effectiveness in
high school chemistry classrooms. Plass expects the research will
optimize student learning in chemistry and contribute to ongoing
research in science education, cognitive psychology, and
education technology.
NYU Noyce Scholarship Program
PAMELA FRASER-ABDER
KAREN D. KING
JOSEPH M C DONALD
DAVID SCICCHITANO
JALAL SHATAH
National Science Foundation
$750,000
Math and science faculty in Steinhardt and in Arts and Science
are collaborating to make teacher education at NYU a joint
enterprise and to ensure that prospective teachers have strong content knowledge. The National Science Foundation has awarded
an interdisciplinary team of science, math, and education faculty a four-year grant for the creation of the NYU Noyce Scholarship
Program. The goal of the program is to prepare 26 new science and math teachers from NYU for high-needs secondary schools, to
influence future teaching and research, and to further connect the NYU and New York City education communities. Professor of
Biology David Scicchitano is coordinating the program in collaboration with Jalal Shatah, professor of mathematics, Associate
Professors Karen King (mathematics education) and Pamela Fraser-Abder (science education), and Professor Joseph McDonald
(teaching and learning).
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STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT 23
Developing Highly Qualified Math Teachers for New York City:
The Gateway Program and Math for America
JOSEPH M C DONALD
KENNETH GOLDBERG
FRED GREENLEAF
KAREN D. KING
Math for America
U.S. Department of Education
$4.3 million
A federal grant is supporting Steinhardt’s partnership with Math
for America to expand and diversify the pool of qualified
mathematics teachers in New York City’s high-need public
middle and high schools. The Gateway Program, a collaborative
project between Steinhardt and the NYU Courant Institute for
Mathematical Sciences, is supporting 60 new teachers with
scholarships during their academic studies and with professional
development workshops after they graduate. Undergraduates
are recruited from local community colleges through Steinhardt’s
Community College Transfer Opportunity Program. Graduate
students enroll in Steinhardt’s collaborative master’s degree
initiative with Math for America, a non-profit organization that
recruits and retains talented math teachers for public schools. The Gateway Program is one of several funding streams supporting
Steinhardt’s Partnership Program with New York City public schools.
Teacher Leadership Quality Program
PAMELA FRASER-ABDER
New York State Department of Education
$1.7 million
Associate Professor Pamela Fraser-Abder created the Teacher Leadership Quality Program to address the math and science
program concerns of New York’s schools. Funded by the New York State Department of Education, the Teacher Leadership Quality
Program is a collaboration between Steinhardt’s Department of Teaching and Learning and NYU’s Faculty of Arts and Science. The
goal of the program is to improve science and mathematics teaching at low-performing schools by providing professional
development for teachers and administrators. The program benefits the science and math staff and administrators of Benjamin
Banneker High School and Susan McKinney Junior High School, but also serves selected teachers in other schools around the city.
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Teachers’ Use of Standards-Based Instructional Materials
KAREN D. KING
National Science Foundation
$1 million
Karen D. King, associate professor of mathematics education,
and master teacher Carole Mulligan are collaborating with
Monica Mitchell from the Quality Education for Minorities
Network to survey mathematics teachers in thirty Newark Public
Schools about the ways in which they adapt and supplement the
instructional materials of the Connected Mathematics Project, a
comprehensive middle grades mathematics curriculum. Their
research team, including urban master teachers, graduate
students, and Steinhardt’s Center for Research on Teaching and
Learning, is also analyzing the relationships between student
achievement and the different ways instructional materials are
adapted. The goal of the study, funded by the National Science Foundation, is to inform future design of high-quality instructional
materials and policy on curriculum adoption. The results will be broadly disseminated to research, policy, and practice communities.
Bringing Environmental Awareness into Classrooms
MARY LEOU
EnergyWatch, Inc.
Johanette Wallerstein Institute
New York City Environmental Fund
$323,000
Concerns among the general public about climate change and environmental degradation are at an all time high. Steinhardt’s
graduate program in environmental conservation education and the Wallerstein Collaborative for Urban Environmental Education are
both poised to help current and future generations become advocates for environmental protection. Funds from EnergyWatch, Inc.
provide scholarships for master’s students to advance or move into careers in urban environmental education. The Wallerstein
Collaborative provides environmental education for students in Steinhardt’s teacher education programs and year-round
professional development for public school teachers in the New York City region who want to incorporate environmental education
into their classroom curriculums. One such program is the summer Hudson River Estuary Teacher Education Project, funded by the
New York City Environmental Fund, in which participants engage in scientific research, education, and stewardship projects. The
collaborative, directed by Mary Leou and supported with annual grants from the Wallerstein Institute, has developed a strong
resource network of informal science institutions, environmental organizations, and public schools in the metropolitan area and has
established itself as an important source of information and innovation in environmental education for teachers and students.
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STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT 25
Engineering, Design, and the Environment
NATALIE JEREMIJENKO
Engineering Information Foundation
$25,000
HowStuffisMade (HSIM) is an online, visual encyclopedia of
photo essays that document manufacturing processes, labor
conditions, and environmental impacts involved in the
production of contemporary products, and explore the
implications of such production for sustainability. Produced by
engineering and design students, HSIM will be accessible to
manufacturers, engineers, designers, and the general public — all
of whom may contribute edits and updates. The goal of HSIM,
which is overseen by Assistant Professor Natalie Jeremijenko and
funded by the Engineering Information Foundation, is to create
an accessible online resource to facilitate the cross-pollination of
ideas in engineering, design, and manufacturing.
Values at Play: Integrating Ethical and
Political Factors into Video Games
HELEN NISSENBAUM
National Science Foundation
$790,757
Professor of Culture and Communication Helen Nissenbaum investigates how designers of technical systems might incorporate
positive political, social, and ethical values into their designs. Along with CUNY collaborators Mary Flanagan and Sophia Catsambis
as well as graduate students at NYU and Hunter, Nissenbaum has developed a methodology for taking values into consideration in
the information technology (IT) design process, focusing on video game design. Her team is creating a “Toolkit” of software
components and games demos that illustrates to designers and designers-in-training how to try out elements of this methodology.
The project, funded by the National Science Foundation, is also evaluating the effectiveness of the Toolkit in shaping understanding
and practice. Although the study is focused on the immensely popular world of computer games, it seeks to affect design
approaches of functional software systems used in diverse domains such as health care, education, the military, firefighting, and the
workplace. The driving force behind this research project is a belief that thoughtful design might promote the integration of ideals
such as autonomy, equity, freedom, privacy, sociability, and democracy into many of the IT systems that affect society as well as the
quality of life for individuals.
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26 NEW YORK UNIVERSITY
Creating Partnerships for
Active Change
In 1920, public education experienced tremendous expansion, and NYU’s
Steinhardt School extended its resources and expertise to the city’s public schools.
Nearly ninety years later, the School continues this tradition of serving the
community. The Steinhardt School houses research, policy, and advocacy institutes
and centers that work to improve conditions in urban areas. Centers take on
difficult tasks such as strengthening public schools, addressing the HIV/AIDS
epidemic, and ensuring that all people have access to quality education.
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STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT 27
Institute for Education and Social Policy
AMY SCHWARTZ
Fund for Public Schools
International Baccalaureate North America
Russell Sage Foundation
U.S. Department of Education
Other funders
$7.3 million
The Institute for Education and Social Policy (IESP) conducts non-partisan scientific research about U.S. education and related social
policy issues. Studies inform educational institutions and policymakers about the effectiveness of instructional programs, the impact
of school reform initiatives, and the relationships between academic achievement, school finance, and socio-economic and
demographic factors such as poverty, ethnicity and immigration status. IESP, directed by Amy Schwartz, professor of public policy
and of economics and education, is a joint collaboration of the Steinhardt School and the Robert F. Wagner Graduate School of
Public Service.
A dozen research studies are underway. In one project, Assistant Professor of Education and Economics Sean Corcoran is
collaborating with Howard Rosenthal, professor of politics (College of Arts and Science) and Thomas Romer, professor of politics and
public affairs at Princeton, to study the political and economic forces behind school finance institutions and their effects on primary
and secondary education. With funding from the Russell Sage Foundation, the team will collect data on these institutions from all 50
states over the 1970-2000 period to enable academic researchers, state policy makers, and school finance experts to better understand
disparities in school spending and varied levels of funding for education. In another study, Associate Research Professor Leslie Siskin is
using a subcontract grant from the U.S. Department of Education to examine the design, implementation, and impact of International
Baccalaureate Education (IB) on Title I public schools nationwide. The IB curriculum and testing system, recognized by universities as
the “gold standard” in college preparation, serves over 2,250 schools in 126 countries. A third project, with support from the Fund for
Public Schools and directed by Amy Schwartz, is developing and testing tools for measuring program and instructional quality of arts
education programs in New York City public schools. With a grant from the Institute of Education Sciences, Amy Schwartz and Leanna
Steifel, professor of economics, are using longitudinal data to examine the impact of small high schools on student performance and
identify the characteristics of schools that may explain why some schools are more effective than others.
Center for Health, Identity, Behavior, and Prevention Studies
PERRY HALKITIS
Centers for Disease Control
National Institutes of Health
New York City Department of Health and Mental Hygiene
U.S. Department of Justice
Other funders
$5.5 million
The HIV/AIDS epidemic in the United States and around the world is compounded by issues of mental health, drug abuse, and
economic and health disparities. The Center for Health, Identity, Behavior, and Prevention Studies, under the leadership of Professor
of Applied Psychology and Public Health Perry Halkitis, studies health behaviors with a focus on behavioral research in the fields of
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28 NEW YORK UNIVERSITY
HIV and substance use, drawing on scholars and students from a variety of disciplines, including psychology, public health, and
neuroscience.
One study, funded by the Centers for Disease Control and Prevention in collaboration with the AIDS service organization
Harlem United, seeks to examine how best to engage African American men who have not been previously tested to participate in
HIV testing. A second study, funded by the New York City Department of Health and Mental Hygiene, seeks to understand the
increase in HIV seroconversion among 13-29 year old gay, bisexual, and other men who have sex with men. Through a subcontract
with the Lesbian, Gay, Bisexual, and Transgender Community Center of NYC and a grant from the Department of Justice, a research
team is undertaking a systematic evaluation of addictions programs for gay men to address the synergies of methamphetamine use
and sexual risk taking. Smaller scale studies underway are examining the relationship between body image and conception of
masculinity in gay men, and are considering a paradigm shift in the way we approach HIV prevention.
The Metropolitan Center for
Urban Education
PEDRO NOGUERA
Bill and Melinda Gates Foundation
Deutsche Bank Americas Foundation
Goldman Sachs Foundation
New York City Department of Education
New York State Department of Education
U.S. Department of Education
Other funders
$18.5 million
The Metropolitan Center for Urban Education undertakes research on equity and schooling, evaluates programs designed to
enhance equality, and provides technical assistance to charter schools, magnet schools, schools under registration review, lowperformance schools, and schools undergoing restructuring all with the goal of achieving excellence and quality. Metro Center
initiatives address the needs of every group for whom equity is a concern: minorities, children with special needs, children from high
poverty areas, migrant and immigrant children, and rural and urban students.
The Metro Center conducts its many projects and initiatives through service centers. The Applied Research, Evaluation, and
Policy Center is conducting a three-year study, funded by the Bill and Melinda Gates Foundation, to examine the effectiveness of
single-sex, K-12 schools for Black and Latino male students. In partnership with the Government of Mexico, 20 community-based
organizations, and 6 schools in New York City, the Metro Center’s NYS Spanish Bilingual Education Technical Assistance Center is
hosting Plazas Communitarias, a cutting-edge, web-based adult education program for Spanish-speaking English language learners.
The Technical Assistance Center on Disproportionality provides assistance and professional training to New York State school
districts that are addressing the over- or under-representation of a given population group in special education classes. Under the
auspices of its School Services Center, the Metro Center has launched the Adolescent and Post-Secondary Education Exchange to
serve high school juniors of immigrant origin and of Black and Latino heritage to prepare for college. Other major initiatives include
an extensive public school tutoring program and professional development in literacy and mathematics instruction for teachers in
kindergarten through high school.
Pedro Noguera, professor of teaching and learning, is executive director of the Metro Center and co-director of the Institute
of Globalization and Education in Metropolitan Studies, which includes the Metro Center and Immigration Studies at NYU.
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STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT 29
Institute of Human Development and Social Change
C. CYBELE RAVER
National Institutes of Health
U.S. Department of Education
Other funders
$10.7 million
Global forces are dramatically changing the environments of
children, youth, and adults in the United States and throughout
the world. As a collaboration of Steinhardt, the Graduate School
of Arts and Science, and the Robert F. Wagner Graduate School
of Public Service, the Institute of Human Development and Social
Change, led by Associate Professor of Applied Psychology C.
Cybele Raver, seeks to stimulate interdisciplinary research across
psychology, sociology, economics, anthropology, and policy on
children, youth, and families in the context of rapid social change. A monthly seminar series attracts a wide variety of faculty,
undergraduate, pre-doctoral, and post-doctoral students and leads to collaborative work.
Several studies and projects are underway. One study, funded by the National Institutes of Health and directed by Cybele
Raver, aims to improve low-income preschool children’s school-readiness by increasing their emotional and behavioral adjustment
through a comprehensive, multi-component, classroom-based mental health intervention. In another study, J. Lawrence Aber and
LaRue Allen, professors of applied psychology, are conducting a 3-year longitudinal study on how household poverty and parental
illness and death affect South African children’s well-being and life chances. The project, funded by the National Institute of Child
Health and Development of the National Institutes of Health, is a collaboration with Linda Richter, executive director of the Child,
Youth, Family and Social Development program of the Human Sciences Research Council in South Africa, the South African
government, and the World Bank. In a third project, a $4 million grant from the Institute on Education Sciences is supporting a
multi-year predoctoral training program to equip a new generation of scholars with highly sophisticated skills to conduct research in
education. The program, led by J. Lawrence Aber, draws on faculty in six NYU departments from three schools across the University
and two outside research organizations — the Research Alliance for New York City Schools and MDRC, a non-profit, non-partisan
education and social policy research organization.
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Gifts for the Next Generation of
Scholars and Artists
The Steinhardt School is indebted to its friends, whose support provide
unparalleled opportunities for our students and faculty. Endowed chairs and
scholarships for jazz musicians, women composers, and leaders in Jewish
education are among the many gifts that directly touch our students’ lives and
elevate teaching, scholarship, and creativity throughout our school.
We are especially grateful to Michael and Judy Steinhardt whose generosity and
involvement in our school have helped us to assist a new generation of scholars,
artists, and professionals and to create a powerful vision for our future.
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STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT 31
Investing in Steinhardt’s Future
$10 million
Excited by Steinhardt’s successes and prospects for its future,
philanthropists Michael and Judy Steinhardt made a second $10
million gift to support the School’s mission and vision. The
combined $20 million is the largest gift in the School’s history
and is also one of the largest gifts to an education school in the
United States. The endowment will support faculty development,
doctoral fellowships, and research. In making this second gift, the
Steinhardts were moved by the spirit and commitment they have
seen in the School’s leaders, faculty, and students and view their
gift as an important investment in the future.
Jim Joseph Foundation Fellowships in Jewish Education
$4.96 million
Jewish education has come to play a new and enhanced role in the thinking and the rituals and realities of North American Jewish
life. In the past seven years, NYU has developed a nationally significant academic program that focuses on preparing a new
generation of Jewish educational leaders. A generous grant from the Jim Joseph Foundation will provide multi-year scholarships
and fellowships for master’s and doctoral students in education and Jewish studies, a collaborative initiative directed jointly by
Harold Wechsler, professor of history and education in Steinhardt, and Robert Chazan, professor in the Skirball Department of
Hebrew and Judaic Studies in Arts and Science. These scholarships and fellowships will enable students to enhance their credentials
for teaching, administration, and research in a wide range of Jewish educational settings, such as schools, informal education
programs, community organizations, curriculum agencies, foundations, and universities.
Sascha Gorodnitzki Faculty Chair in Piano Studies
Sascha Gorodnitzki was an internationally acclaimed concert pianist and one of the most sought-after piano teachers in the world.
Virginia Gorodnitzki has endowed a professorship and piano studio in the Department of Music and Performing Arts Professions in
her late husband’s honor. The faculty member who holds the Sascha Gorodnitzki Faculty Chair in Piano Studies will represent, foster,
and carry forward the ideals of musicality and pedagogy identified with Sascha Gorodnitzki, continuing his legacy and leading
research and practice in music performance.
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32 NEW YORK UNIVERSITY
The Billy Joel Scholarships in Music
$500,000
As part of his long-term commitment to music education, singer
and songwriter Billy Joel launched an ongoing initiative to
provide scholarship funds to a variety of East Coast colleges.
Steinhardt’s Department of Music and Performing Arts
Professions is the largest of seven such endowed programs. The
scholarships make it possible for five students who demonstrate
extraordinary talent and a genuine financial need to benefit from
formal training in classical and jazz music performance,
composition, music education, and music technology in
preparation for careers in music.
Tristan Argenti Scholarship Fund for Jazz Studies
$3 million
NYU alumnus Tristan John M. Argenti is a life-long fan of jazz and a trustee of the International Association of Jazz Record
Collectors. To support future musicians for careers in jazz, he has established the Tristan Argenti Scholarship Fund for Jazz Studies
in the Department of Music and Performing Arts Professions. The scholarship, which Mr. Argenti will endow through a $3 million
bequest, will provide annual, merit-based awards to undergraduate and graduate students who demonstrate exceptional talent and
dedication in jazz.
Martin L. Singer Family Fellowship
$50,000
As a graduate student in Rehabilitation Counseling, Martin L. Singer (MA ’66, MA ’70, Certificate of Advanced Study ’77) received a
Walter Anderson Fellowship, named after a former dean, to support his studies. Now a Principal at Summit Financial Resources, Inc.,
Singer has established the Martin L. Singer Family Fellowship to support current Steinhardt students. The Fellowship will be awarded to a
master’s student who demonstrates excellent academic and professional promise and who commits him/herself to removing nonacademic barriers to learning for children.
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STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT 33
An Endowed Chair Honoring a
Leader in Physical Therapy
$684,400 to date
To honor the extraordinary lifetime contributions of Physical
Therapy Professor Marilyn Moffat, the Steinhardt School is raising
$2 million to endow a chair in her name. The endowment will
ensure funding in perpetuity for an outstanding professor to
teach physical therapy at NYU. Professor Moffat and two
graduates of the physical therapy program, Vickie Kasserman
(BS ’71) and Elizabeth Latham (BS ’54), have each made
generous gifts toward this endowment. Kasserman directs
Somerset Rehabilitation Services, a New Jersey facility offering treatments as varied as aquatic therapy and neurological
rehabilitation. Latham had a successful career in physical therapy spanning four decades, including 25 years in private practice
in Virginia. Many friends, patients, and students of Professor Moffat’s have also made generous contributions.
Sorel Scholarships for Gifted Women Composers
$100,000
There is a paucity of female composers in Hollywood and mainstream film. A generous gift from the Elizabeth and Michel Sorel
Charitable Organization will address this imbalance by endowing scholarships for gifted women in the program in film scoring in
the Department of Music and Performing Arts Professions. The late Claudette Sorel, who founded the charity in honor of her
parents, was a child piano prodigy and became an internationally acclaimed concert pianist. She was a distinguished professor
of piano at State University of New York at Fredonia.
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Report on Funded Projects,
Grants, and Other Gifts
EDUCATION AND APPLIED PSYCHOLOGY
Administration, Leadership, and Technology
MARY DRISCOLL, CHAIR
PROJECT
DIRECTOR
PROJECT TITLE
FUNDER
AMOUNT
M. Driscoll
American Diaspora: Displaced Students and the Effects of
Selected Educational Policies on the Schools and
Districts Enrolling Them
The Center for Catastrophe and Disaster
Preparedness/Department of Homeland
Security
$
12,774
M. Mayhew
How Curricular Content and Educational Practices
Influence Student Learning and Alumni Engagement
NYU Leonard N. Stern School of Business/
Ewing Marion Kauffman Foundation
$
41,767
J. Plass
Minds and Molecules: Optimizing Simulations for
Chemistry Education
U.S. Department of Education
$
1,096,086
F. Shuchat-Shaw
Contextualizing Teacher Candidate Experience with Technology
U.S. Department of Education
$
30,724
R. Teranishi
California Black Migration Study
University of California/Office of the President
$
45,000
R. Teranishi
The National Commission on Asian American and Pacific Islander
Research in Education
College Board
$
425,000
R. Richardson
Educational Communication and Technology Scholarships
May and Samuel Rudin Family Foundation, Inc.
$
15,000
R. Richardson
Peter L. Agnew Foundation Scholarship Fund
Agnew Foundation
$
47,500
Other Gifts
Applied Psychology
JACQUELINE MATTIS, CHAIR
J. L. Aber
Examining the Effectiveness of Scaling Up: The First Things
First Reform
Melinda and Bill Gates Foundation/
University of Rochester
$ 1,200,000
J. L. Aber
Examining the Effectiveness of Scaling Up: The First Things
First Reform
U.S. Department of Education
$
341,377
J. L. Aber/
J. Brown1 /
S. Jones2
Changing Climate and other School Micro-Contexts
To Promote Children’s Social-Emotional and
Academic Development: The 4Rs Setting Level Study
William T. Grant Foundation
$
450,000
J. L. Aber/
J. Brown1 /
S. Jones2
Reading, Writing, Respect and Resolution: The
Impact of a Social Character Development and
Literacy Program on Teachers and Children
U.S. Department of Education, Institute for
Education Sciences, U.S. Department of
Health and Human Services, Centers for
Disease Control and Injury Prevention
$
3,201,591
L. Allen
Development of Civic Ideas & Behaviors Among
Immigrant Youth in France
Jacobs Foundation
$
126,060
L. Allen/S. Smith
Early Childhood Centers of Excellence
U.S. Department of Education
$ 2,900,000
L. Allen/S. Smith
Early Reading First Program
U.S. Department of Education
$
1,239,000
L. Allen/S. Smith
Quality Assurance and Early Childhood Settings
Robin Hood Foundation
$
81,902
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STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT 35
J. Aronson
Academic Youth Development: Creating a
School Culture of Academic Engagement
Carnegie Corporation of New York
$
50,000
J. Aronson
Understanding and Overcoming Psychological
Barriers to Academic Achievement in African
American Students
National Science Foundation
$
277,000
J. Aronson
Understanding and Overcoming Psychological Barriers to
Academic Achievement in African American Students
Spencer Foundation
$
512,462
J. Aronson/
S. Sirin
Studies in School Experience and Patterns of
Motivation and Achievement Among Diverse
Samples of Adolescents
William T. Grant Foundation
$
95,560
P. Halkitis
Analysis of LGBT Addiction Services in New York
Department of Justice/Community
Service Policing Activities
P. Halkitis
Club Drug Use and Men’s Health:
A Community Study
U.S. Department of Health and Human
Services, National Institutes of Health,
National Institute on Drug Abuse
$
2,536,523
P. Halkitis
Development of a Mind-Body Center at NYU
School of Medicine
National Institutes of Health,
National Institutes of Mental Health
$
1,701,135
P. Halkitis
Evaluation of Women’s Supportive Services
United Way of New York City/
NYS AIDS Institute
$
168,975
P. Halkitis
Project Hope: Methamphetamine Use, HIV Behaviors
and Mental Health in the Black Communities in NYC
New York Community Trust
$
35,000
P. Halkitis
Qualitative and Quantitative Research for HIV
Prevention
New York City Department of
Health and Mental Hygiene
$
132,074
P. Halkitis
Survey of Men Who Have Sex with Men Attending
Health Clubs in New York City
New York City Department of
Health and Mental Hygiene
$
49,314
P. Halkitis
Strategies for Identifying At-Risk African American Men Who
Have Sex with Men Who Are Unaware of Their HIV Status
Harlem United/CHIBPS-NYU
$
713,538
S. McClowry
Adapting INSIGHTS for Spanish-Speaking Parents:
A Research Supplement to Promote Diversity in
Health Related Research
National Institutes of Health,
National Institute of Nursing Research
$
90,350
S. McClowry
Testing the Efficacy of INSIGHTS in Enhancing the
Academic Learning Context
U.S. Department of Education,
Institute of Education Sciences
$
2,919,913
S. McClowry
Testing a Parent/Teacher Collaborative Prevention
Model: Testing the Efficacy of INSIGHTS in
Enhancing Social Competencies
National Institutes of Health,
National Institute of Nursing Research
$
3,214,296
C. McWayne
Building Capacity within Head Start for Quality
Whole-Child Assessment
U.S. Department of Health and
Human Services, Administration
For Children and Families
$
10,000
C. McWayne
Enhancing the Cultural Validity of the Family Involvement
Questionnaire for Low-Income Families of School Age Children
Society for the Study of School Psychology
$
9,870
C. McWayne
School Readiness Among Kindergarten Children/
Transitions (Head Start)
U.S. Department of Health and
Human Services, Administration
For Children and Families
$
499,923
C. McWayne/
J. Mattis
Developing Parent-Derived Measures of Parenting
Competence with Low-Income African American
Families with Young Children
National Institutes of Health, National
Institute of Child Health and Human
Development
$
420,000
C. McWayne/
G. Melzi
Latino Family Involvement and Children’s Readiness:
A Mixed Methods Study
U.S. Department of Health and
Human Services, Administration
for Children and Families
$
500,000
C. McWayne/
G. Melzi
Latino Family Involvement and Pre-School Children’s Language
and Socio-Emotional Competence: A Mixed Methods
Approach with Urban, Low-Income Families
National Institute of Health, National
Institute of Child Health and Human
Development
$
143,000
G. Melzi
Educational Involvement among Latino Head Start Families
U.S. Department of Health and Human Services,
Administration for Children and Families
$
50,000
M. Richardson
Component 1 Scholarship Programs Bilingual Guidance Counseling
New York City Department of Education
$
268,462
$
108,000
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36 NEW YORK UNIVERSITY
S. Sirin
Muslim Immigrant Parents Negotiating with
Schools: Implications for Children
Foundation for Child Development
$
149,288
C. Tamis-Lemonda/
D. Hughes/N. Way/
H. Yoshikawa3
IRADS: The Study of Culture, Social Setting and
Child Development across School Transitions
National Science Foundation
$ 5,000,000
N. Way/D. Hughes
Parental Socialization Influences on Adolescent
Achievement Among African-Americans
William T. Grant Foundation
$
498,480
L. Allen
Raymond and Rosalee Weiss Professorship in Applied Psychology
Raymond A. and Rosalee G. Weiss
$
45,000
J. Mattis
Professorship in Applied Psychology
Anonymous
$ 2,000,000
J. Mattis
Gilbert M. Trachtman Fellowship Fund in School Psychology
Rivendell Foundation
$
5,500
J. Mattis
Support for the Department of Applied Psychology
Dr. Irene A. Kaminsky
$
100,000
Other Gifts
Institute for Education and Social Policy
AMY ELLEN SCHWARTZ, DIRECTOR
C. Ascher
Comprehensive Partnership Evaluation of the
Stupski Foundation District Alliance
Stupski Foundation
$
630,718
S. Corcoran
The Political Economy of Inequality in America’s
Public Schools: An Infrastructure Grant Proposal
Spencer Foundation
$
204,375
S. Corcoran
The Politics of Inequality and Redistribution in
U.S. Education Finance
Russell Sage Foundation
$
132,351
N. Fruchter
Assessing Small High School Effectiveness
New Visions for Public Schools
$
250,895
N. Fruchter
Brooklyn Educational Collaborative
Edward W. Hazen Foundation
$
40,000
N. Fruchter
Brooklyn Educational Collaborative
The Rockefeller Foundation
$
100,000
N. Fruchter
Carnegie Schools for a New Society Initiative
Carnegie Corporation of New York
$
125,000
N. Fruchter
Community Collaborative to Improve Bronx Schools
The Rockefeller Foundation
$
100,000
N. Fruchter
Community Involvement Project
Carnegie Corporation of New York
$
125,000
N. Fruchter
Community Involvement Project
The Caroline and Sigmund Schott Foundation
$
90,000
N. Fruchter
Community Involvement Project
Charles Stewart Mott Foundation
$
600,000
N. Fruchter
Community Involvement Project
New York Foundation
$
42,500
N. Fruchter
Community Involvement Project – Systemic Reform of
College Preparation in New York City
Time Warner, Inc.
$
100,000
N. Fruchter
Does School Size Matter? The Cost of Performance
in Small and Large High Schools
Carnegie Corporation of New York
$
340,000
N. Fruchter
High School Youth Organizing Support Initiative
Surdna Foundation
$
120,000
N. Fruchter
Neighborhood-Based Organizing for Educational
Justice and Democracy
The Rockefeller Foundation
$
200,000
N. Fruchter
Technical Assistance for the Donors Educational Collaborative
New York Community Trust
$
100,000
N. Fruchter
Towards a Citywide Movement: Organizing for Systemic Reform
and Equity in New York City Schools
Donors Education Collaborative
$
50,000
N. Fruchter
Urban Youth Collaborative
The Rockefeller Foundation
$
100,000
A. Schwartz
Assessing Quality in Arts Education
Fund for Public Schools/Wallace Foundation
$
94,860
A. Schwartz
Cornerstone Literacy Initiative
New York Institute for Special Education
$
696,745
A. Schwartz
Live and Learn: Lessons from New York City on
Housing, Schools, and Urban Revitalization
Lincoln Institute of Land Policy
$
40,000
A. Schwartz
New Jersey Finance: Develop Sound Educational Policy
Education Law Center
$
32,720
A. Schwartz
Rental Housing in NYC: Past Successes, Future Challenges
MacArthur Foundation
$
125,000
A. Schwartz
Step Up for Arts Education
Fund for Public Schools
$
27,500
A. Schwartz
Study of Public School Students in Public Housing
Independence Foundation/Furman Center
$
20,000
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STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT 37
A. Schwartz
Study of Student Mobility in New York City
Education Finance Research Consortium
$
36,000
A. Schwartz/L. Stiefel
Trajectories of Immigrant Performance over Time
Spencer Foundation
$
400,000
A. Schwartz/ L. Stiefel Do Small Schools Improve Student Performance in
Large School Districts?
U.S. Department of Education,
Institute for Education Sciences
$
482,585
D. Siegel
Special Education Professional Development
New York City Department of Education
$
494,727
D. Siegel
Special Education Professional Development
New York City Department of Education
$
700,000
L. Siskin
Support Structures and Services for Title I High Schools
Implementing the International Baccalaureate Programs
U.S. Department of Education/International
Baccalaureate North America
$
300,000
Institute for Globalization and Education in Metropolitan Settings
PEDRO NOGUERA, CAROLA SUÁREZ-OROZCO, AND MARCELO SUÁREZ-OROZCO, CO-DIRECTORS
C. Suárez-Orozco
The Children of Immigrants in Schools
National Science Foundation
$
19,116
M. Suárez-Orozco
Partnership for Higher Education in Africa
The Andrew W. Mellon Foundation
$
200,000
M. Suárez-Orozco
Partnership for Higher Education in Africa
Carnegie Corporation of New York
$
213,600
M. Suárez-Orozco
Partnership for Higher Education in Africa
John D. and Catherine T. MacArthur Foundation
$
214,000
M. Suárez-Orozco
Partnership for Higher Education in Africa
Rockefeller Foundation
$
181,414
M. Suárez-Orozco
Pathways to Opportunity for the Children of
Immigrants in North America & Europe
Western Union Foundation
$
75,000
M. Suárez-Orozco
Rethinking Global Immigration Conference
Pew Hispanic Center
$
15,000
Institute for Human Development and Social Change
C. CYBELE RAVER, DIRECTOR
J. L. Aber
Dynamic Socioeconomic Disadvantage: Effects on Children
National Institutes of Health, National Institute
of Child Health and Human Development
$ 2,369,900
J. L. Aber
Preparing the Next Generation of Researchers in
Education Sciences
U.S. Department of Education,
Institute for Education Sciences
$
4,221,024
J. L. Aber/
L.Allen
Well-Being of South African Children: Household,
Community, and Policy Influences
National Institutes of Health, National Institute
of Child Health and Human Development,
U.S. Department of Education,
Institute for Education Sciences
$
2,967,806
J. L. Aber/
L. Allen
Well-Being of South African Children: Household,
Community, and Policy Influences
Rockefeller Brothers Fund/Human Science
Research Council
$
19,650
C. Raver
Emotions Matter: Classroom Based Integrated Intervention
National Institutes of Health, National Institute
of Child Health and Human Development
$
849,943
C. Raver
Measuring Non-Cognitive Predictors of School Successes from
Early Childhood to Adolescence: Empirical Roadblocks and
Their Solutions
Spencer Foundation
$
40,000
Smith Richardson Foundation
$
298,500
Humanities and the Social Sciences in the Professions
RENÉ ARCILLA, CHAIR
R. Arum
School Rights: A Proposal for a Study of Legal
Consciousness and Educational Consequences
R. Arum
School Rights: Law and the Dynamics of Everyday School Life
National Science Foundation
$
232,101
R. Arum
Stratification in Higher Education
Fulbright Institute/New Century
Scholar Fellowship
$
37,000
R. Arum
Survey of Teachers & Administrators: Tracking Variation in
Educators’ Perceptions and Experience of Law
Ewing Marion Kauffman Foundation
$
92,400
D. Burde
Protecting our Children from War (Afghanistan)
Spencer Foundation
$
215,000
P. Hosay
Fulbright American Studies on the Civilization of The United States
U.S. Department of State
$
982,329
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38 NEW YORK UNIVERSITY
C. Miller-Idriss/
A. Morning4
Race, Nation, and Identity for New Americans
Spencer Foundation
$
40,000
D. Ravitch
Support for Research on Public School Reform
Anonymous
$
200,000
D. Ravitch
Support for Research on Public School Reform
William E. Simon Foundation
$
100,000
L. Stulberg
Riots, Racism, or Regulations?: The Origins of
Affirmative Action in Higher Education
Spencer Foundation
$
40,000
H. Wechsler
Minority Access to U.S. Higher Education: A History
Spencer Foundation
$
11,450
Post Graduate Fellowship for Research on School Reform
in China
National Academy of Education/
Spencer Foundation
$
55,000
75,000
Other Gifts
F. Lai
D. Ravitch
Support for Forthcoming Book on New York City School Reform
Bodman Foundation
$
H. Wechsler/
R. Chazan5
Jim Joseph Fellowships in Education and Jewish Studies
Jim Joseph Foundation
$ 4,960,0006
Metropolitan Center for Urban Education
PEDRO NOGUERA, EXECUTIVE DIRECTOR
D. Meier
Support for Research on School Reform
Annenberg Foundation
$
100,000
L. Miller
Gear Up
U.S. Department of Education
$
288,000
L. Miller
The Going Places Program
U.S. Department of Education
$
582,056
L.. Miller
Instructional Support for Literacy
New York City Department of Education
$
30,000
L. Miller
Professional Development
CVS
$
14,000
L. Miller
Professional Development Seminar — Cultural Diversity
New York City Department of Education
$
50,000
L. Miller
Robin Hood Library Initiative
RMC Research Corporation
$
154,658
L. Miller
School Leadership Program
U.S. Department of Education
$
1,550,308
L. Miller
Supplemental Educational Services (No Child Left Behind)
New York City Department of Education
$
39,084
L. Miller
With All Deliberate Speed
Rockefeller Foundation
$
50,000
P. Noguera
Adolescent Post-Secondary Education Exchange Program
Deutsche Bank Americas Foundation
$
76,250
P. Noguera
Adolescent Post-Secondary Education Exchange Program
Goldman Sachs Foundation
$
100,000
P. Noguera
Advanced Placement Incentive (API) Program
Roosevelt Union Free School District
$
17,500
P. Noguera
After School Professional Development
New York City Department of Education
$
334,745
P. Noguera
Asian Language Bilingual Education Technical
Assistance Center
New York State Department of Education/
Office of Bilingual Education
$
317,625
P. Noguera
Black and Latino Male Intervention Study
Bill and Melinda Gates Foundation
$
481,840
P. Noguera
Disproportionality in Special Education
Princeton Regional Schools
$
90,000
P. Noguera
Equity Assistance Center
U.S Department of Education
$
2,274,317
P. Noguera
Evaluation of School Leadership Center
Westbury Union Free School District
$
62,500
P. Noguera
Extended School Day/School Violence Prevention Program
New York State Education Department
$
450,000
P. Noguera
Fellowship Program for Adult Education Project
For Mexican Immigrants and their Families
Excelencia in Education
$
14,800
P. Noguera
Hudson Technical Assistance Workshop
Hudson City School District
$
5,000
P. Noguera
The Liberty Partnership Program
New York State Department of Education
$
431,619
P. Noguera
Literacy and Mathematics Coaching
New York City Department of Education
$
1,041,993
P. Noguera
Mathematics Coaching
New York City Department of Education
$
222,335
P. Noguera
National Summit to Explore New Strategies for Improving
Educational Outcomes for All U.S. Children
The Rockefeller Foundation
$
50,000
P. Noguera
New York Technical Assistance Center
U.S. Department of Education
$
1,050,036
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STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT 39
P. Noguera
Ossining Public School Research and Technical Assistance
Ossining Union Free Schools
$
40,000
P. Noguera
Professional Development
East Ramapo School District
$
9,000
P. Noguera
Professional Development
New York City Department of Education
$
46,900
P. Noguera
Professional Development
Stamford Public Schools
$
86,700
P. Noguera
Professional Development Workshops
International Leadership Charter School
$
18,000
P. Noguera
Program Evaluation Services
New York City Department of Education
$
39,198
P. Noguera
Project Achieve! Adlai Stevenson High School
United Way of New York City
$
140,500
P. Noguera
Project Achieve! Alfred E. Smith High School
United Way of New York City
$
100,000
P. Noguera
Project Achieve! Brandeis High School
United Way of New York City
$
143,775
P. Noguera
Project Achieve! Bushwick High School
United Way of New York City
$
58,400
P. Noguera
Project Achieve! Christopher Columbus High School
United Way of New York City
$
100,000
P. Noguera
Project Achieve! Evander Childs High School
United Way of New York City
$
90,500
P. Noguera
Project Achieve! Health Opportunities High School
United Way of New York City
$
20,250
P. Noguera
Project Achieve! John F. Kennedy High School
United Way of New York City
$
32,500
P. Noguera
Project Achieve! Morris High School
United Way of New York City
$
25,000
P. Noguera
Project Achieve! Prospect Heights High School
United Way of New York City
$
58,400
P. Noguera
Project Achieve! P.S. 46
United Way of New York City
$
70,000
P. Noguera
Project Achieve! P.S. 65
United Way of New York City
$
43,750
P. Noguera
Project Achieve! P.S. 92
United Way of New York City
$
48,750
P. Noguera
Project Achieve! South Bronx High School
United Way of New York City
$
20,250
P. Noguera
Project Achieve! Walton High School
United Way of New York City
$
40,500
P. Noguera
Project LEARN
U.S. Department of Education/
Long Island University
$
146,641
P. Noguera
Reading Program for P.S. 65
New York City Department of Education
$
74,845
P. Noguera
Research and Evaluation Services
Teaneck Board of Education
$
86,250
P. Noguera
Re-Thinking Latino Masculinities
Ford Foundation
$
108,000
P. Noguera
School Leadership Professional Development
Yonkers City School District
$
123,272
P. Noguera
Spanish Bilingual Education Technical Assistance Center
New York State Department of Education/
Office of Bilingual Education
$
3,108,993
P. Noguera
Status of Boys of Color Research-Policy Collaborative Planning
New York Community Trust
$
50,000
P. Noguera
Student Support Services
New York City Department of Education
$
860,004
P. Noguera
System-Wide Literacy Professional Development
New York City Department of Education
$
568,081
P. Noguera
Teacher Opportunity Corps
New York State Department of Education
$
90,482
P. Noguera
Technical Assistance Center for Disproportionality
New York State Department of Education/
Vocational and Educational Services for
Individuals with Disabilities
$
1,953,084
P. Noguera
Technical Assistance Workshop
New York State Council of School
Superintendents
$
57,327
P. Noguera
Technical Assistance Workshop
St. Mary’s Christian Academy
$
5,000
P. Noguera
Upward Bound Program
Deutsche Bank Americas Foundation
$
6,250
P. Noguera
Upward Bound Program
Local 1199/SEIU Employee Childcare Corporation $
911,059
P. Noguera
Upward Bound Program
U.S. Department of Education
$
1,925,824
P. Noguera
Upward Bound Program Emergency Discretionary Fund
The Louis Berkowitz Family Foundation, Inc.
$
16,000
P. Noguera
Yonkers Discipline Analysis
Yonkers Public School
$
10,000
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40 NEW YORK UNIVERSITY
Teaching and Learning
ROBERT COHEN, CHAIR
P. Abder
Teacher/Leadership Quality Program
New York State Department of Education
$
1,724,019
P. Abder
Teacher Opportunity Corps
New York State Department of Education
$
93,771
P. Abder/K. Goldberg
Fellowships for Science and Mathematics Education Students
Jewish Foundation for Education of Women
$
350,000
P. Abder/K. King/
J. McDonald/
R. Scicchitano7/
J. Shatah8
Noyce Scholarship Program
National Science Foundation
$
749,595
S. Beck
Literacy Within and Across Subjects in an Urban School
Spencer Foundation
$
32,834
S. Beck/
L. Llosa
What is Academic Writing? Investigating this Construct as a Basis
for Diagnosing Secondary Students’ Writing difficulties
Spencer Foundation
$
39,868
R. Cohen
Developing Urban Master Teachers in American History
U.S. Department of Education/ New York City
Department of Education District #10
$
328,887
R. Cohen
Professional Development for New Teachers,
Paraprofessionals, Mentors and Supervisors
New York City Department of Education
$
186,671
R. Cohen
Reading Recovery
New York City Department of Education and
School Districts in Connecticut, New Jersey,
and New York State
$
2,053,953
R. Cohen/J. Ashdown
Strengthening Early Career Support for Teachers
Booth Ferris Foundation
$
200,000
J. Fraser/
R.Cohen
A New Approach to Teaching History and Civics:
Embedding Moral Values of Democracy and Active Civic
Engagement in the Public Schools of New York and the Nation
Gifts of Time Foundation
$
45,579
K. Goldberg/K. King
Newton Fellowships in Mathematics Education
Math for America
$
232,383
K. King
Examining the Mutual Gratification of Learning and Teaching
in University Mathematics
National Science Foundation
$
346,081
K. King
Teachers’ Use of Standards-Based Mathematical
Instructional Materials
National Science Foundation
$
998,955
M. Leou
Hudson River Summer Program for Teachers
NYC Environmental Fund
$
46,675
M. Leou
Wallerstein Collaborative for Urban Environmental Education
Johanette Wallerstein Institute/
Mr. & Mrs. Bernard S. Wallerstein
$
270,000
L. Llosa/
G. Bunch9
Language-Minority Students and California’s Community Colleges:
Testing, Placement and Academic Pathways
Hewlett Foundation
$
42, 988
J. McDonald
Cities and Their Schools
Spencer Foundation
$
190,265
J. McDonald
The Gateway Program: To Develop Middle and
Secondary Mathematics Teachers for New York City
U.S. Department of Education, Office of
Postsecondary Education
$ 3,1263,209
J. McDonald
Measure Up After School Mathematics Program
Toshiba America Foundation
$
10,000
J. McDonald
Meeting the Challenges of Radical School Reform
NRSF/NY at the Crossroads
Josephine Bay Paul and Michael
C. Paul Foundations
$
250,000
J. McDonald
The New York City Partnership for Teacher Excellence
Fund for Public Schools/ The
Carroll and Milton Petrie Foundation
$ 5,000,000
H. Pitts/J. Ashdown
Strengthening Early Career Support for Teachers
The Wachovia Foundation
$
70,000
B. Schwartz
Families as Partners
New York City Department of
Health and Mental Hygiene
$
115,341
F. Tang
Chinese Language Teachers: Scholarship Assistance
College Board
$
225,000
F. Tang
Developing Chinese Language Teachers
Freeman Foundation
$
399,992
R. Tobias
Effects of Multi-Perspective Assessment on
Student Teachers and their Pupils
Academy for Educational Development/
Teachers for a New Era
$
9,804
R. Tobias
Research Study on the Effects of Everyday Math on
Mathematics Achievement Tests
McGraw Hill Learning Group
$
24,737
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STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT 41
Other Gifts
R. Cohen
Dr. Harry Rosenthal Permanent Undergraduate Scholarship Fund
for Mathematics Education in Memory of the Rosenthal-MoellerichVoehl Families
Dr. Harry Rosenthal
$
100,000
R. Cohen
Reading Recovery Development Fund
M. Trika Smith-Burke
$
5,000
Nutrition, Food Studies, and Public Health
JUDITH GILBRIDE, CHAIR
L. Dixon
Childhood Nutrition, Obesity and Chronic Disease
New York City Department of
Health and Mental Hygiene
$
49,000
L. Dixon
Evaluation of New Physical Activity and Nutrition
Policies for Group Daycare in New York City
Robert Wood Johnson Foundation
$
100,000
L. Dixon
New York City Nutrition and Food Service Standards
New York City Department of
Health and Mental Hygiene
$
99,000
S. Guttmacher
Development of Undergraduate Epidemiology Curriculum
Association of Teachers of Preventive Medicine
$
19,476
J. Macinko
Development of International Indicators of Primary Health Care
Pan Am Health Organization
$
25,065
J. Macinko
Primary Health Care Background Paper
Pan Am Health Organization
$
15,000
D. Piñero/
K. Lancaster/
L. Dixon
Evaluation of New Calorie Labeling Regulations for
Fast Food Restaurants in New York City
New York City Department of
Health and Mental Hygiene
$
49,000
J. Gilbride
Alpert Family Scholarship
Mr. Henry A. Alpert
$
50,000
J. Gilbride
Ellen C. Gstalder Memorial Scholarship
Mr. Herbert C. Gstalder
$
5,000
J. Gilbride
Ellen C. Gstalder Memorial Scholarship
Mr. and Mrs. Herbert W. Gstalder
$
7,500
J. Gilbride
Endowed Scholarship for Graduate Students in Nutrition
Anonymous
$
100,000
J. Gilbride
Support for the Department of Nutrition, Food Studies,
and Public Health
Estate of Myron and Ruth Finley Ramus
$
45,835
J. Gilbride
Support for the Department of Nutrition, Food Studies,
and Public Health
The Sharma Foundation
$
15,000
Other Gifts
Occupational Therapy
JANE BEAR-LEHMAN, CHAIR
J. Bear-Lehman
Frieda J. Behlen Occupational Therapy Scholarship Fund
Anonymous
$
10,000
C. Chen
Measuring Hand Function-Development of an Outcome Measure
National Institutes of Health, National Institute
of Child Health and Human Development
$
504,548
Y. Goverover
Application of Self-Generation and Spacing Effects
to Improve Learning and Memory for Fundtional
Activities in Multiple Sclerosis
National Multiple Sclerosis Society
$
110,098
Y. Goverover
Improving Learning and Memory For Functional
Activities in Multiple Sclerosis
National Multiple Sclerosis Society
$
369,964
J. Hinojosa
Scholarship Programs for Special Education in Teaching
and Clinical Disciplines and for Related Services
New York City Department of Education
$
869,061
Scholarship Programs for Special Education in Teaching
and Clinical Disciplines and for Related Services
New York City Department of Education
$
175,000
W. Ling
Marilyn Moffat Professorship in Physical Therapy
Bahnik Foundation Inc.
$
5,000
W. Ling
Marilyn Moffat Professorship in Physical Therapy
Mrs. Charles C. Rumsey
$
20,000
Physical Therapy
WEN LING, CHAIR
W. Ling
Other Gifts
380900TXT_FINAL:External Funding 05 v7
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42 NEW YORK UNIVERSITY
W. Ling
Marilyn Moffat Professorship in Physical Therapy
Mrs. Elizabeth Latham
$
100,000
W. Ling
Marilyn Moffat Professorship in Physical Therapy
Mrs. Georgina Moffat
$
40,000
W. Ling
Marilyn Moffat Professorship in Physical Therapy
Mrs. Jayne Teagle Keith
$
5,000
W. Ling
Marilyn Moffat Professorship in Physical Therapy
Ms. Joan Erback Edelstein
$
9,900
W. Ling
Marilyn Moffat Professorship in Physical Therapy
Dr. Marilyn Moffat Salant
$
110,000
W. Ling
Marilyn Moffat Professorship in Physical Therapy
Ms. Signa Read
$
5,000
W. Ling
Marilyn Moffat Professorship in Physical Therapy
Mr. Stephen Wirth
$
5,000
W. Ling
Marilyn Moffat Professorship in Physical Therapy
Mrs. Victoria Kasserman
$
100,000
W. Ling
Marilyn Moffat Professorship in Physical Therapy
Mr. Walter C. Teagle, III
$
30,000
W. Ling
Marilyn Moffat Professorship in Physical Therapy
Mr. William T. Comfort, Jr., Esq.
$
10,000
M. Moffat
Robert S Salant Memorial Scholarship Fund
Anonymous
$
5,000
M. Moffat
Robert S Salant Memorial Scholarship Fund
Mrs. Charles C. Rumsey
$
20,000
M. Moffat
Robert S Salant Memorial Scholarship Fund
Mrs. Georgina Moffat
$
10,000
M. Moffat
Robert S Salant Memorial Scholarship Fund
Dr. Marilyn Moffat Salant
$
11,800
Speech & Language Pathology, and Audiology
CELIA STEWART, CHAIR
S. Antonucci
Advancing Academic Research Career Award
American Speech-Language-Hearing
Association
$
5,000
A. Behrman
Efficacy of Voice Therapy for Vocal Fold Nodules
National Institutes of Health, National Institute
$
of Deafness and Other Communication Disorders
244,800
C. Stewart
Scholarship Programs for Special Education in Teaching
and Clinical Disciplines and for Related Services
New York City Department of Education
$
2,412,461
Doctoral Fellowships in Speech Pathology
Anonymous
$
250,000
HowStuffisMade
Engineering Information Foundation
$
25,000
I. Acosta
Support for the Art Therapy Program
Mr. Andrew Sabin
$
5,000
N. Barton
Art and Art Professions Programming
Mrs. Nellie Guencheva Gipson
$
5,000
N. Barton
Art and Media Program Scholarships
May and Samuel Rudin Family Foundation, Inc.
$
15,000
N. Barton
Art Education Support
Mr. Walter F. Wientge, Jr.
$
10,000
N. Barton
Graduate Fellowships in Arts Administration
Mrs. Nellie Guencheva Gipson
$
45,000
C. Lamagna
Art Education M.A. Program Support
Lehman Brothers Inc.
$
9,000
C. Lamagna
Scholarship in Studio Art
The Martin Wong Foundation
$
100,000
Other Gifts
C. Stewart
ARTS, CULTURE, AND COMMUNICATION
Art and Art Professions
NANCY BARTON, CHAIR
N. Jeremijenko
Other Gifts
Media, Culture, and Communication
TED MAGDER, CHAIR
H. Nissenbaum
The Politics of Facial Recognition Systems: Issues and Policy
U.S. Department of Homeland Security
$
60,073
H. Nissenbaum
Privacy on the Roads
National Science Foundation
$
12,000
H. Nissenbaum
Science of Design Collaborative Research: Values at Play —
Integrating Social Factors into Design
National Science Foundation
$
790,757
380900TXT_FINAL:External Funding 05 v7
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STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT 43
H. Nissenbaum
Sensitive Information in a Wired World
National Science Foundation
$
406,099
A. Rajagopal
Publicity and Religious Violence in Gujarat
Woodrow Wilson International
Center for Scholars
$
50,000
Neil Postman Doctoral Fellowship Fund
The Walter and Selma Kaye Fund
$
10,000
Other Gifts
T. Magder
Music and Performing Arts Professions
LAWRENCE FERRARA, CHAIR
B. Hesser/C. Robbins
Nordoff-Robbins Center for Music Therapy Clinic
Anonymous
$
10,000
B. Hesser/C. Robbins
Nordoff-Robbins Center for Music Therapy Clinic
Arts for Healing, Inc.
$
10,000
B. Hesser/C. Robbins
Nordoff-Robbins Center for Music Therapy Clinic
Challenge For The Children, Inc.
$
20,000
B. Hesser/C. Robbins
Nordoff-Robbins Center for Music Therapy Clinic
Florence Tyson Fund for the Creative Arts
Therapies
$
7,000
B. Hesser/C. Robbins
Nordoff-Robbins Center for Music Therapy Clinic
Mr. Joseph L. Dionne
$
5,000
B. Hesser/C. Robbins
Nordoff-Robbins Center for Music Therapy Clinic
Mrs. Karen Naparstek Nisenson
$
10,000
B. Hesser/C. Robbins
Nordoff-Robbins Center for Music Therapy Clinic
Nordoff-Robbins Music Therapy Foundation, NY
$
211,000
B. Hesser/C. Robbins
Nordoff-Robbins Center for Music Therapy Clinic
Nordoff-Robbins Music Therapy Foundation, UK
$
1,093,390
A. Roginska
Research in Music Technology
AuSim, Inc
$
12,500
P. Taylor
Arts Partnership in Educational Theatre
Center for Arts Education
$
23,100
L. Ferrara
The Alan I. Menken Scholarship Fund in Musical Composition
Mr. Alan I. Menken
$
250,000
L. Ferrara
The Beatrice and David Kornblum Scholarship in Music
Beatrice Kornblum Trust
$
302,76010
L. Ferrara
The Billy Joel Music Scholarships
Mr. Billy Joel
$
500,000
L. Ferrara
Dance Education General Support
Mrs. Susan Fawcett Sosin
$
5,069
L. Ferrara
Enhancement Fund for Department of Music and
Performing Arts Professions
D’Addario Foundation for the
Performing Arts
$
5,600
L. Ferrara
Enhancement Fund for Department of Music and
Performing Arts Professions
Jeffrey S. Gould Foundation
$
60,000
L. Ferrara
Jazz Studies Facilities Capital Fund
Anonymous
$ 3,000,000
L. Ferrara
Jazz Studies Scholarship Fund
Anonymous
$ 1,000,000
L. Ferrara
Jerry Goldstein Scholarship in Music Composition
Mr. Gerald Goldstein
$
10,000
L. Ferrara
Justin Dmitri Wolkoff Memorial Scholarship
Fund in Music and Performing Arts Professions
Dr. Maria R. Burgio
$
10,000
L. Ferrara
Lowell and Nancy Swortzell Scholarship Fund for
Graduate Study in Educational Theatre
Dr. Nancy Swortzell
$
253,000
L. Ferrara
The Music Industry Speaker Fund in the Music Business Program
Mr. and Mrs. Theodore R. Aronson
$
100,000
L. Ferrara
Myoung-Cheul Chung Scholarship in Educational Theatre
Mr. Myoung-Cheul Chung
$
10,500
Other Gifts
L. Ferrara
Sascha Gorodnitzki Endowed Chair in Piano Studies
Mrs. Virginia Gorodnitzki
amt. withheld
L. Ferrara
Scholarship in the Department of Music and
Performing Arts Professions
Anonymous
$
100,000
L. Ferrara
Speiser Family Scholarship for Undergraduate Music Majors
Mr. and Mrs. Craig E. Chapman
$
50,000
L. Ferrara
Tristan Argenti Scholarship Fund for Jazz Studies
Mr. Tristan John M. Argenti
$ 3,000,000
L. Ferrara
The Walter Reinhold Scholarship
Hugh Gibson Charity Trust
$
10,000
L. Ferrara
The Walter Reinhold Scholarship
Klee Fund
$
25,000
L. Ferrara
The Walter Reinhold Scholarship
Robert Copeland
$
5,272
R. Sadoff
Film Scoring Workshop in Memory of Buddy Baker
ASCAP Foundation
$
7,500
R. Sadoff
Scholarships for Women in Film Scoring
Elizabeth and Michel Sorel Charitable
Organization
$
100,000
380900TXT_FINAL:External Funding 05 v7
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Page 44
44 NEW YORK UNIVERSITY
Office of the Dean
MARY BRABECK, DEAN
M. Brabeck
Adrienne Frosch Scholarship Fund
Miss Adrienne Gloria Frosch
$
60,000
M. Brabeck
Alice Adesman Scholarship Fund
Mrs. Alice Katzka Adesman
$
52,000
M. Brabeck
Art Education Outreach Programs
Mrs. Joan Benson
$
10,000
M. Brabeck
Dorothy Mae and Martin John Bergen Scholarship Fund
Estate of Dorothy M. Bergen
$
235,597
M. Brabeck
Edward Gersh Permanent Scholarship Fund
Mr. Edward Gersh
$
374,00011
M. Brabeck
Elizabeth Iannizzi Scholarship Fund
Dr. Elizabeth Iannizzi
$
35,000
M. Brabeck
EnergyWatch Fellowship
EnergyWatch, Inc.
$
5,000
M. Brabeck
General Support for the Steinhardt School
Dr. Clifford M. Gross
$
205,912
M. Brabeck
General Support for the Steinhardt School
Dr. H. Dan Corbin
$
10,000
M. Brabeck
General Support for the Steinhardt School
Estate of Elmer R. Shonts
$
100,000
M. Brabeck
General Support for the Steinhardt School
Dr. George L. Williams
$
5,000
M. Brabeck
General Support for the Steinhardt School
Judy and Michael Steinhardt Foundation
$ 10,000,000
M. Brabeck
General Support for the Steinhardt School
Mr. Morris P. Miserendino
$
M. Brabeck
General Support for the Steinhardt School
Tisch Family
$ 2,200,000
M. Brabeck
Graduate Fellowships
Mrs. Harriet Kupferberg and the Kenneth and
Harriet Kupferberg Family Foundation
$
40,000
M. Brabeck
Harrison Family Scholarship Fund
Mr. Tom L. Harrison
$
250,000
M. Brabeck
Martin L. Singer Family Fellowship
Mr. Martin L. Singer
$
50,000
M. Brabeck
Mitchell Leaska Scholarship for Graduate Students in Speech
and Interpersonal Communication, the Mitchell Leaska
Scholarship Fund, and the Mitchell Leaska Dissertation
Research Assistance Fund
Estate of Mitchell A. Leaska
$
191,282
M. Brabeck
Peter L. Agnew Professorship of Education
Agnew Foundation
$
1,375,00012
M. Brabeck
Support for the Charlotte K. Frank Science Education Classroom
Dr. Charlotte K. Frank
$
100,000
M. Brabeck
General Support for the Steinhardt School
Estate of Evelyn Singer Haber
$
128,000
M. Brabeck
Susan Carol Hersh Scholarship Fund
Ms. Judith M. Hersh
$
2,125,000
M. Brabeck
Tabbal Family Research Fund
Dr. and Mrs. Nicolas Tabbal
$
50,000
M. Brabeck
Teresa V. DiLustro Aversa Foreign Language Education Fund
Mrs. Teresa Veronica Aversa
$
330,239
M. Brabeck
Tung Pok Chin Memorial Scholarship Fund
Mrs. Winifred Chun-Hing Chin
$
50,000
M. Brabeck/
L. Frissell/W. Pfeiffer
America Reads/America Counts
U.S. Department of Education
$ 5,800,00013
NOTES
1
2
3
4
5
6
7
8
9
10
11
12
13
Professor J. Brown, Fordham University, Department of Psychology
Professor S. Jones, Fordham University, Department of Psychology
Professor H. Yoshikawa, Harvard University, Graduate School of Education
Professor A. Morning, New York University, Faculty of Arts and Science, Department of Sociology
Professor R. Chazan, New York University, Faculty of Arts and Science, Skirball Department of Hebrew and Judaic Studies
Gift recorded in 2008
Professor R. Scicchitano, New York University, Faculty of Arts and Science, Department of Biology
Professor J. Shatah, New York University, Courant Institute of Mathematics, Department of Mathematics
Professor G. Bunch, University of California - Santa Cruz, Education Department
Lifetime giving
Part of gift recorded in 2008
Lifetime giving
Grant to New York University administered by the Steinhardt School
20,393
380900TXT_FINAL:External Funding 05 v7
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Page 45
STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT 45
Graduate Student Research
In addition to the outstanding work of our full-time faculty, Steinhardt graduate students undertake original research projects at the
leading edge of contemporary knowledge and practice. They conduct rigorous investigations in the field, in labs and the studio,
preparing themselves for dynamic academic and professional careers, and helping to advance scholarly inquiry across the disciplines.
Applied Psychology
E. Carryl
Graduate Research Fellowship
National Science Foundation
$
101,000
S. Cowie
American Psychological Association Minority Fellowship
American Psychological Association
$
72,767
W. Hoglund
Building Family-School Connections: Modeling Pathways to
Children’s Educational Outcomes
National Academy of Education/
Spencer Foundation
$
55,000
R. Jerome
American Psychological Association Minority Fellowship
American Psychological Association
$
26,772
G. Richard
Graduate Research Fellowship
National Science Foundation
$
40,500
Humanities and Social Sciences in the Professions
E. Bendavid
Wexner Graduate Fellowship
Wexner Foundation
$
20,000
D Bryfman
Wexner Graduate Fellowship
Wexner Foundation
$
20,000
Z. Burkholder
With Science as His Shield: Teaching Race and Culture
in American Public Schools, 1900-1954
Spencer Foundation
$
20,000
P. Haggler
Remember the Sabbath: African-American Sunday Schools,
Education Activism, Community Building, 1890-1954
Spencer Foundation
$
25,000
S. Hammerman
Wexner Graduate Fellowship
Wexner Foundation
$
20,000
M. Hecht
Wexner Graduate Fellowship
Wexner Foundation
$
20,000
M. Lynn-Sachs
Beam Foundation Fellowship
Beam Foundation
$
55,000
Y. Tov
Wexner Graduate Fellowship
Wexner Foundation
$
20,000
S. Weiss
Wexner Graduate Fellowship
Wexner Foundation
$
20,000
U.S. Department of Education, Office of
Postsecondary Education, Office of
International Education Programs
$
27,000
National Science Foundation
$
21,000
Occupational Therapy
E. Gregg
Title VI FLAS Fellowship
Teaching and Learning
D. Villarroel
Graduate Research Fellowship
NYU Curricular Development Challenge Fund
J. Alpert/
A. Ronell
Development of the Interschool Advanced Certificate and Master’s Degree
Program for Research in Trauma and Violence
$
6,900
S. Koff
Best Practices in Dance Education Research
$
5,000
G. Picower/
D. Turk
Supporting Emerging Elementary, Middle, and Secondary Teachers in their Quests to
Foster Social Justice and Civic Engagement in their Public School Classrooms
$
5,000
K. Ray/J. Berg
A. Bentley/
Development of a Graduate Concentration in Food Systems
$
3,500
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Page 46
46 NEW YORK UNIVERSITY
NYU Research Challenge Fund
PRINCIPAL
INVESTIGATOR
PROJECT TITLE
AWARDS
J. Bello
Modeling Harmony in Music Signals
$
S. Kirch
Teaching and Learning the Nature of Scientific Evidence in Elementary Schools
$
19,370
8,000
Z. Jiang
Investigating the Efficacy of the Dynamic Geometry Approach to
Developing Students’ Geometric Thought
$
12,244
P. Mavromatis
Hidden Markov Models of Music Data
$
17,200
18,487
C. McWayne
Latino Family Involvement in Pre-School Children
$
M. Nonken
The Four Seasons (After Cy Twombly)
$
9,646
D. Petrick
Industrializing Taste: Consumers and Dietary Change in 20th Century America
$
10,104
19,900
A. Roginska
Remote Acoustic Reconstruction
$
M. Scott
Mobility Rules: Mapping Careers in the U.S. Labor Market
$
9,000
S. Sirin
Understanding Identity Negotiation among Immigrant Children
$
18,803
R. Vukovic
Investigating Urban Children’s Math Abilities
$
19,984
Steinhardt School of Culture, Education and Human Development
Research Challenge Fund
A. Ali
A Prospective Investigation of a Community-Focused Program to Reduce Poverty
$
5,000
A. Ali
Predictors of Recovery from Depression: A Psychological Study of HIV-Positive
Women Overcoming Addiction and Domestic Violence
$
5,000
N. Barton
All Access for New York City Youth
$
5,000
33,220
S. Beck
Developing a Diagnostic Assessment of Academic Writing
$
S. Beck/L. Llosa
Development of a Diagnostic Assessment of Adolescent Students’ Academic Writing
$
5,000
A. Behrman
Speech Breathing and Oral Articulatory Range of Motion in Voice Disorders
$
5,000
J. Bello
Machine Listening on the Studio
$
15,000
J. Bello
On the Automated Characterization of Music-Based Similarity from Audio
$
5,000
C. Chen
Manual Ability and Quality of Life in Patients Receiving Outpatient Rehabilitative Services:
A Database Approach
$
5,000
S. de Beer
Bauhaus Film/Installation Proposal
$
5,000
L. Dixon
Evaluation of New York City Day Care Centers and the Family Environment:
Contributors to Childhood Obesity
$
5,000
F. Doucet
What Does Parent Involvement in Head Start Mean for Caribbean Immigrant Parents?
$
5,000
Y. Goverover
An Examination of the Factors that Enhance Learning and Memory through Self-Generated
Strategy in Individuals with Multiple Sclerosis
$
5,000
M. Grigos
The Development of Prosodic Control
$
5,000
A. Grossman
Assessing Risk and Protective Factors of Suicide Among Sexual Minority Youth
$
5,000
A. Grossman
Using Assessments and Program Assignments to Reduce Sexual Minority Stress and
Enhance Psychological Well-Being
$
15,000
B. Haum
54 Weeks — Text in Time
$
5,000
B. Hesser
Understanding How Music Can Change Lives: Developing Outcomes Research Competency at the
Nordoff-Robbins Center for Music Therapy
$
5,000
B. Hummel-Rossi
Developing Methodologies to Account for the Impact of Teacher Education Programs
$
31,710
T. Jordan
The Role of Stereotyping in Healthcare Decisions: A Quasi Experimental Study of the Impact of Patient Race
$
15,000
D. Kirkland
Digital Underground: Exploring the Relationship between Literacy and New Technologies among Urban Youth
$
5,000
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STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT 47
S. Lang
Corporate Art Collecting Through Fine Art Prints
$
5,000
L. Llosa
The Nature of Academic Writing in Secondary Education: Implications for Diagnostic
$
5,000
J. Macinko
Individual and Neighborhood Determinants in Obesity in New York City
$
31,710
J. Mattis
Factors Predicting Altruistic Engagement among Urban Residing Adults
$
33,220
P. Mavromatis
Intelligent Tutoring Systems and the Analysis of Musical Skill
$
15,000
S. McClowry
A Qualitative Analysis of the Efficacy of INSIGHTS
$
31,710
C. McIlwain
Priming Effect of Racial Appeals in Multiple Media: Pilot Study
$
5,000
C. Milne
Using Eye-Tracking Assessment to Access High School Students‘ Visual Attention
When Using Chemistry Simulations: A Pilot Study
$
5,000
C. Miller-Idriss
Race, Nation, Immigration and Schooling
$
5,000
N. Mirzoeff
Visual Rights: Minority, Visual, and the Contemporary
$
5,000
E. O’Connor
Creating a Temperament-Based Prevention-Intervention for Pre-Kindergarten Teachers (Ancillary Support)
$
5,000
E. O’Connor
Creating a Temperament-Based Prevention-Intervention for Pre-Kindergarten Teachers
$
33,220
E Quintero
Early Childhood Master Students: Making Connections Among Families, Communities, and Schools
$
5,000
A. Roginska
Acoustic Geometric Reconstruction: Application of Acoustic Pulse Reflectometry for Measuring Geometric Spaces
$
5,000
J. Salvatore
///: A Workshop Production Exploring Collaborative Creation Using Primary and Secondary Historical Source Material
$
5,000
J. Scott
Managers of Choice: A Study of the New Urban School Leadership
$
5,000
M. Scott
History Matters: Establishing the Role of Accumulated Work History, Training, and Education in Career Trajectories
$
5,000
D. Sidtis
Translation and Publication of Proverbs and Folk Speech: A Monograph in German by Mathilda Hain
$
5,000
D. Sidtis
Understanding Naming Disorders, Common and Proper Noun Production and Recognition in Stroke Patients
$
31,710
S. Sirin
Muslim American Youth: A Longitudinal Study
$
5,000
L. Stulberg
Successful African American Students and Racial and Academic Identity
$
5,000
R. Teranishi
Ready or Not: Perception of College Readiness at the City University of New York
$
5,000
R. Vukovic
Investigating Urban Childrens’ Math Abilities: Numeracy in First Grade
$
33,220
N. Way
Research on Culture, Development and Education
$
33,220
Steinhardt School of Culture, Education and Human Development
W. Gabriel Carras Research Award
E. Cappella
The Prevention of Social Aggression among Girls
$
1,000
L. Llosa
Validating Standard-Based Classroom Assessment of English Proficiency: A Multi-Trait, Multi-Method Approach
$
1,000
1,000
P. Mavromatis
A Hidden Markov Model of Melody in Greek Church Chant
$
C. Miller-Idriss
Everyday Understandings of Citizenship in Germany
$
1,000
G. Petrick
In Good Taste: Rethinking American History with our Palates
$
1,000
Steinhardt School of Culture, Education and Human Development
Griffiths Research Award
R. Landy
The Couch and the Stage: Integrating Words and Action in Psychotherapy
$
1,000
S. Sirin
Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research
$
1,000
S. Vaidhyanathan
Completion of a Book: The Anarchist in the Library
$
1,000
380900TXT_FINAL:External Funding 05 v7
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Page 48
48 NEW YORK UNIVERSITY
For more information on our centers and institutes, please visit our Web site:
www.steinhardt.nyu.edu
Center for Health, Identity, Behavior, and Prevention Studies
Institute of Human Development and Social Change
Affiliated with the Department of Applied Psychology
A joint initiative of Steinhardt, the Robert F. Wagner Graduate
Perry Halkitis, director
School of Public Service, and the Graduate School of Arts
www.steinhardt.nyu.edu/appsych/chibps
and Science
C. Cybele Raver, director
Center for Research on Culture, Development, and Education
www.steinhardt.nyu.edu/ihdsc
Affiliated with the Department of Applied Psychology
Diane Hughes, Catherine Tamis-Lemonda, and
Metropolitan Center for Urban Education
Niobe Way, co-directors
Affiliated with the Department of Teaching and Learning
www.steinhardt.nyu.edu/crcde
Pedro Noguera, executive director
www.steinhardt.nyu.edu/metrocenter
Center for Research on Teaching and Learning
Affiliated with the Department of Teaching and Learning
Multinational Institute of American Studies
Robert Tobias, director
Affiliated with the Department of Humanities and Social
www.steinhardt.nyu.edu/centers/crtl
Sciences in the Professions
Philip Hosay, director
Child and Family Policy Center
www.steinhardt.nyu.edu/humsocsci/mias
Affiliated with the Department of Applied Psychology
LaRue Allen, director
The Nordoff-Robbins Center for Music Therapy
www.steinhardt.nyu.edu/appsych/cfpc
Affiliated with the Department of Music and Performing Arts
Professions
Consortium for Research and Evaluation of
Alan Turry, managing director
Advanced Technologies in Education
www.steinhardt.nyu.edu/music/nordoff
Affiliated with the Department of Administration,
Leadership, and Technology
The Ruth Horowitz Center for Teacher Development
Jan Plass, director
Affiliated with the Department of Teaching and Learning
www.create.alt.steinhardt.nyu.edu
Robert Cohen, director
www.steinhardt.nyu.edu/teachlearn/horowitz
Institute for Education and Social Policy
A joint initiative of Steinhardt and the Robert F. Wagner
The Steinhardt Institute for Higher Education Policy
Graduate School of Public Service
Affiliated with the Department of Administration, Leadership,
Amy Schwartz, director
and Technology
www.steinhardt.nyu.edu/iesp
Ann Marcus, director
www.steinhardt.nyu.edu/sihep
Institute for Globalization and Education in
Metropolitan Settings
Wallerstein Collaborative for Urban Environmental Education
Pedro Noguera, Carola Suárez-Orozco, and
Affiliated with the Department of Teaching and Learning
Marcelo Suárez-Orozco, co-directors
Mary Leou, director
www.steinhardt.nyu.edu/igems
www.steinhardt.nyu.edu/wallerstein
380900CVR_FINAL:Funding covers v1
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Page 3
Administration
Mary M. Brabeck
Dean
Patricia M. Carey
Associate Dean for Student Affairs
Joseph Giovannelli
Associate Dean for Administration and Finance
Perry Halkitis
Associate Dean for Research and Doctoral Studies
Ron Robin
Associate Dean for Academic Affairs
Lindsay Wright
Associate Dean for Planning and Communication
Stephen Sagner
Assistant Dean for Development and Alumni Relations
Claude Blenman
Director, Faculty Affairs
Lee Frissell
Director of Field Projects
Department Chairs
Administration, Leadership, and Technology Mary Driscoll
Art and Art Professions Nancy Barton
Applied Psychology Jacqueline Mattis
Humanities and the Social Sciences René Arcilla
Media, Culture and Communication Ted Magder
Music and Performing Arts Professions Lawrence Ferrara
Nutrition and Food Studies Judith Gilbride
Occupational Therapy Jane Bear-Lehman
Physical Therapy Wen Ling
Speech-Language Pathology and Audiology Celia Stewart
Teaching and Learning Robert Cohen
Published by the NYU Steinhardt School of Culture, Education, and Human Development
Office of the Dean, Joseph and Violet Pless Hall, 82 Washington Square East, 4th Floor, New York, NY 10003
For additional copies, please call 212 998 5000. Information about the Steinhardt School can also be found
on our Web site: www.steinhardt.nyu.edu
Contributors:: Judy Buck, Erin Dodd, Tom Donaghy, MarieAndrea McClendon, Chris Nichols
Page 15 photo courtesy of Flickr user lakerae. Page 20 photo courtesy of Flickr user mtsofan.
Page 4
4:15 PM
9/23/08
380900CVR_FINAL:Funding covers v1
New York University
Steinhardt School of Culture, Education, and Human Development
Office of the Dean
Joseph and Violet Pless Hall
82 Washington Square East, 4th Floor
New York, NY 10003